MANUALS 


My  Pedagogic  Creed 

By  PROF.  JOHN  DEWEY 


AND 


The  Demands  of  Sociology 
Upon  Pedagogy 

By  PROF.  ALBION  W.  SMALL 
With  an  Introduction  by  S.  T.  Dutton 


A.  FLANAGAN  COMPANY 

CHICAGO 


Methods  and  Aids  in  Teaching 

MISTAKES  IN  TEACHING.  By  James  L.  Hughes.  Probably  the 
widest  read  and  most  valuable  book  to  the  average  teacher  of  any 
published.  In  a  plain,  sensible,  direct  manner,  the  author  notes  the 
chief  faults  in  school  management,  in  discipline,  in  method,  in  moral 

training,  and  tells  how  to  avoid  them.  112  pages.  Cloth.  Price 
40  cents.  * 

Psychologic  method  nr  teaching.  By  wiiuam  a.  McKeever, 

M.  A.,  Ph.  M.  Furnishes  a  fresh,  vital  treatment  of  the  general  sub- 

ject  of  teaching  and  trp;-^ - '  - - * - — 

parts'  the  first  ! 

methods  of  hr 


moral  instru 
of  three 
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TEAC:^BS’  MANUALS.  A  series  of  monographs  on  teaching  and 
education,  of  great  value  to  the  ambitious,  enthusiastic  teacher. 


The  Art  of  Questioning — Fitch. 
The  Art  of  Securing  Atten¬ 
tion — Fitch. 

How  to  Keep  Order — Hughes, 
How  TO  Conduct  the  Eecita- 


How  TO  Teach  Composition  Writ¬ 
ing — Kellogg, 

My  Pedagogic  Creed  {Dewey')  and 
The  Demands  of  Sociology 
Upon  Pedagogy  (Small), 


tion — M  cMuTry. 

Paper.  Price,  each,  15  cents;  the  six  for  75  cents, 

A,  FLANAGAN  COMPANY  -  CHICAGO 


My  Pedagogic  Creed 

BY 

PROFESSOR  JOHN  DEWEY 

AND 

The  Demands  of  Sociology 
Upon  Pedagogy 

BY 

PROFESSOR  ALBION  W.  SMALL 


A.  FLANAGAN  COMPANY 

CHICAGO 


Digitized  by  the  Internet  Archive 
in  2019  with  funding  from 

University  of  Illinois  Urbana-Champaign  Alternates 


https://archive.org/details/mypedagogiccreedOOdewe 


, 

PREFACE. 


The  isolation  of  the  teacher  is  a  thing  of  the  past.  The 
processes  of  education  have  come  to  be  recognized  as 
fundamental  and  vital  in  any  attempt  to  improve  human 
■  conditions  and  elevate  society. 

The  missionary  and  social  reformer  have  long  been 
looking  to  education  for  counsel  and  aid  in  their  most 
difficult  undertakings.  They  have  viewed  with  interest 
and  pleasure  the  broadening  of  pedagogy  so  as  to  make 
it  include  not  only  experimental  physiology  and  child- 
study,  but  the  problems  of  motor  training,  physical  cul- 
.  ture,  hygiene,  and  the  treatment  of  defectives  and  delin- 
•quents  of  every  class. 

The  schoolmaster,  always  conservative,  has  not  found 
it  easy  to  enter  this  large  field ;  for  he  has  often  failed  to 
V  realize  how  rich  and  fruitful  the  result  of  such  researches 
are ;  but  remarkable  progress  has  been  made,  and  a 
•changed  attitude  on  the  part  of  educators  is  the  result. 
^And  how  could  it  be  otherwise  when  the  oldest  and  most 
n  renowned  institutions  of  learning  in  the  land  are  giving 
a  conspicuous  place  to  the  newer  and  better  pedagogy  in 
^heir  curriculum? 

Another,  and  perhaps  the  latest,  phase  of  the  educa¬ 
tional  movement  is  the  conviction  that  the  school  is  a 
social  institution,  that  its  aims  are  social,  and  that  its 
management,  discipline,  and  method  of  instruction  should 


3 


4 


Preface. 


be  dominated  by  this  idea.  The  mere  contemplation  of 
the  proposition  must  be  accompanied  in  the  mind  of 
every  candid  person  by  a  sense  of  our  shortcomings  in 
this  respect. 

The  two  articles  presented  herewith  seem  to  set  forth 
this  subject  in  such  terms  and  to  give  it  such  illumination 
as  to  make  them  worthy  of  wide  circulation,  not  only 
among  the  teachers,  but  the  parents  of  the  land. 

Dr.  Dewey’s  Pedagogical  Creed  shows  how  the  concen¬ 
trated  agencies  of  the  school  should  bring  the  child  to 
share  in  the  inherited  resources  of  the  race.  It  points  out 
how  discipline  and  method  should  be  influenced  to  this 
end. 

The  article  by  Dr.  Small  is  a  trenchant  exposition  of 
the  principle  that  education  should  direct  its  attention  to 
sociology,  and  learn  what  the  work  of  reality  demands  of 
the  teacher.  It  is  a  fresher  and  better  statement  than  has 
yet  appeared  of  the  old  dictum  that  education  should  fit 
the  child  for  his  environment. 

These  two  articles  constitute  an  excellent  text-book  in 
pedagogy  for  advanced  teachers,  and,  if  conscientiously 
studied,  our  schools  will  come  to  be  “not  merely  leaders 
of  children,  but  makers  of  society.” 

Samuel  T.  Dutton, 

Supt.  of  Schools. 


Brookline,  Mass. 


MY  PEDAGOGIC  CREED. 

By  Professor  John  Dewey. 

ARTICLE  I.  WHAT  EDUCATION  IS. 

I  BELIEVE  that  all  education  proceeds  by  the  participa¬ 
tion  of  the  individual  in  the  social  consciousness  of  the 
race.  This  process  begins  unconsciously  almost  at  birth, 
and  is  continually  shaping  the  individual’s  powers,  satu¬ 
rating  his  consciousness,  forming  his  habits,  training  his 
ideas,  and  arousing  his  feelings  and  emotions.  Through 
this  unconscious  education  the  individual  gradually 
comes  to  share  in  the  intellectual  and  moral  resources 
which  humanity  has  succeeded  in  getting  together.  Pie 
becomes  an  inheritor  of  the  funded  capital  of  civilization. 
The  most  formal  and  technical  education  in  the  world 
cannot  safely  depart  from  this  general  process..  It  can 
only  organize  it;  or  differentiate  it  in  some  particular 
direction. 

I  believe  that  the  only  true  education  comes  through 
the  stimulation  of  the  child’s  powers  by  the  demands  of 
the  social  situations  in'  which  he  finds  himself.  Through 
these  demands  he  is  stimulated  to  act  as  a  member, of  a 
unity,  to  emerge  from  his  original  narrowness  of  action 
and  feeling,  and  to  conceive  of  himself  from  the  stand¬ 
point  of  the  welfare  of  the  group  to  which  he  belongs. 
Through  the  responses  which  others  make  to  his  own 
activities  he  comes  to  know  what  these  mean  in  social 
terms.  The  value  which  they  have  is  reflected  back  into 
them.  For  instance,  through  the  response  which  is  made 
to  the  child’s  instinctive  babblings  the  child  comes  to 
know  what  those  babblings  mean ;  they  are  transformed 
into  articulate  language,  and  thus  the  child  is  introduced 


5 


6 


My  Pedagogic  Creed. 


into  the  consolidated  wealth  of  ideas  and  emotions  which 
are  now  summed  up  in  language. 

1  believe  that  this  educational  process  has  two  sides — 
one  psychological  and  one  sociological;  and  that  neither 
can  be  subordinated  to  the  other  or  neglected  without 
evil  results  following.  Of  these  two  sides,  the  psycho¬ 
logical  is  the  basis.  The  child’s  own  instincts  and  powers 
furnish  the  material  and  give  the  starting-point  for  all 
education.  Save  as  the  efforts  of  the  educator  connect 
with  some  activity  which  the  child  is  carrying  on  of  his 
own  initiative  independent  of  the  educator,  education  be¬ 
comes  reduced  to  a  pressure  from  without.  It  may,  in¬ 
deed,  give  certain  external  results,  but  cannot  truly  be 
called  educative.  Without  insight  into  the  psycholog'cal 
structure  and  activities  of  the  individual,  the  educative 
process  will,  therefore,  be  haphazard  and  arbitrary.  If 
it  chances  to  coincide  with  the  child’s  activity  it  will  get 
a  leverage ;  if  it  does  not,  it  will  result  in  friction,  or  dis- 
integrat’on,  or  arrest  of  the  child  nature. 

I  believe  that  knowledge  of  social  conditions,  of  the  pres¬ 
ent  state  of  civilization,  is  necessary  to  properly  interpret  the 
child’s  powers.  The  child  has  his  own  instincts  and  tenden¬ 
cies,  but  we  do  not  knew  what  these  mean  until  we  can  trans¬ 
late  them  into  their  social  equivalents.  We  must  be  able  to 
carry  them  back  into  a  social  past  and  see  them  as  the  inheri¬ 
tance  of  previous  race  activities.  W-e  must  also  be  able  to 
project  them  into  the  future  to  see  what  theit*  outcome  and 
end  will  be.  In  the  illustration  just  used,  it  is  the  ability  to 
see  in  the  child’s  babblings  the  promise  and  potency  of  a 
future  social  intercourse  and  conversation  which  enables  one 
to  deal  in  the  proper  way  with  that  instinct. 

I  believe  that  the  psychological  and  social  sides  are  or¬ 
ganically  related,  and  that  education  cannot  be  regarded  as 
a  compromise  between  the  two,  or  a  superimposition  of  one 


My  Pedagogic  Creed. 


7 


upon  the  other.  We  are  told  that  the  psychological  defini¬ 
tion  of  education  is  barren  and  formal — that  it  gives  us 
only  the  idea  of  a  development  of  all  the  mental  powers 
without  giving  us  any  idea  of  the  use  to  which  these  powers 
are  put.  On  the  other  hand,  it  is  urged  that  the  social  defini¬ 
tion  of  education,  as  getting  adjusted  to  civilization,  makes 
of  it  a  forced  and  external  process,  and  results  in  subordi¬ 
nating  the  freedom  of  the  individual  to  a  preconceived  social 
and  political  status. 

I  believe  each  of  these  objections  is  true  when  urged 
against  one  side  isolated  from  the  other.  In  order  to  know 
what  a  power  really  is  we  must  know  what  its  end,  use,  or 
function  is ;  and  this  we  cannot  know  save  as  we  conceive 
of  the  individual  as  active  in  social  relationships.  But,  on 
the  other  hand,  the  only  possible  adjustment  which  we  can 
give  to  the  child  under  existing  conditions,  is  that  which 
arises  through  putting  him'dn  complete  possession  of  all  his 
powers.  With  the 'advent  of  democracy  and  modern  in¬ 
dustrial  conditions,  i\  is  impossible  to  foretell  definitely  just 
what  civilization  will  be  twenty  years  from  now.  Hence  it 
is  impossible  to  prepare  the  child  for  any  precise  set  of  con¬ 
ditions.  To  prepare  him  for  the  future  life  means  to  give 
him  command  of  himself ;  it  means  so’  to  train  him  that  he 
will  have  the  full  and  ready  use  of  all  his  capacities;  that 
his  eye  and  ear  and  hand  may  be  tools  ready  to  command, 
that  his  judgment  may  be  capable  of  grasping  the  condi¬ 
tions  under  which  it  has  to  work,  and  the  executive  forces 
be  trained  to  act  economically  and  efficiently.  It  is  impos¬ 
sible  to  reach  this  sort  of  adjustment  save  as  constant  re¬ 
gard  is  had  to  the  individual’s  own  powers,  tastes,  and  in¬ 
terests — ‘Say,  that  is  as  education  is  continually  converted 
into  psychological  terms. 

In  sum,  I  believe  that  the  individual  who  is  to  be  edu¬ 
cated  is  a  social  individual,  and  that  society  is  an  organic.', 
union  of  individuals.  If  we  eliminate  the  social  factor  from 


8 


My  Pedagogic  Creed. 


the  child  we  are  left  only  with  an  abstraction;  if  we  elimi¬ 
nate  the  individual  factor  from  society,  we  are  left  only  with 
an  inert  and  lifeless  mass.  Education,  therefore,  must  begin 
with  a  psychological  insight  into  the  child's  capacities,  in¬ 
terests,  and  habits.  It  must  be  controlled  at  every  point  by 
reference  to  these  same  considerations.  These  powers,  in¬ 
terests,  and  habits  must  be  continually  interpreted — we  must 
know  what  they  mean.  They  must  be  translated  into  terms 
of  their  social  equivalents — into  terms  of  what  they  are 
capable  of  hi  the  way  of  social  service. 

ARTICLE  11.  WHAT  THE  SCHOOL  IS. 

I  believe  that  the  school  is  primarily  a  social  institution. 
Education  being  a  social  process,  the  school  is  simply  that 
form  of  community  life  in  which  all  those  agencie's  are 
concentrated  that  will  be  most  effective  in  bringing  the  child 
to  share  in  the  inherited  resources  of  the  race,  and  to  use 
his  own  powers  for  social  ends. 

I  believe  that  education,  therefore,  is  a  process  of  living 
and  not  a  preparation  for  future  living. 

I  believe  that  the  school  must  represent  present  life — life 
as  real  and  vital  to  the  child  as  that  which  he  carries  on  in 
the  home,  in  the  neighborhood,  or  on  the  playground. 

I  believe  that  education  which  does  not  occur  through 
forms  of  life,  forms  that  are  worth  living  for  their  own  sake, 
is  always  a  poor  substitute  for  the  genuine  reality,  and 
tends  to  cramp  and  to  deaden. 

I  believe  that  the  school,  as  an  institution,  should  sim¬ 
plify  existing  social  life;  should  reduce  it,  as  it  were,  to  an 
embryonic  form.  Existing  life  is  so  complex  that  the  child 
cannot  be  brought  into  contact  with  il:  without  either  con¬ 
fusion  or  distraction ;  he  is  either  overwhelmed  by  the  mul¬ 
tiplicity  of  activities  which  are  going  on,  so  that  he  loses  his 
own  power  of  orderly  reaction,  or  he  is  so  stimulated  by 
these  various  activities  that  his  powers  are  prematurely  called 


My  Pedagogic  Creed.  9 

into  play  and  he  becomes  either  unduly  specialized  or  else 
disintegrated. 

I  believe  that,  as  such  simplified  social  life,  the  school  life 
should  grow  gradually  out  of  the  home  life;  that  it  should 
take  up  and  continue  the  activities  with  which  the  child  is 
already  familiar  in  the  home. 

I  believe  that  it  should  exhibit  these  activities  to  the 
child,  and  reproduce  them  in  such  ways  that  the  child  will 
gradually  learn  the  meaning  of  them,  and  be  capable  of 
playing  his  own  part  in  relation  to  them. 

I  believe  that  this  is  a  psychological  necessity,  because  it 
is  the  only  way  of  securing  continuity  in  the  child’s  growth, 
the  only  way  of  giving  a  background  of  past  experience  to 
the  new  ideas  given  in  school. 

I  believe  it  is  also  a  social  necessity  because  the  home  is 
the  form  of  social  life  in  which  the  child  has  been  nur¬ 
tured  and  in  connection  with  which  he  has  had  his  moral 
training.  It  is  the  business  of  the  school  to  deepen  and  ex¬ 
tend  his  sense  of  the  values  bound  up  in  his  home  life. 

I  believe  that  much  of  present  education  fails  because 
it  neglects  this  fundamental  principle  of  the  school  as  a 
form  of  community  life.  It  conceives  the  school  as  a  place 
where  certain  information  is  to  be  given,  where  certain 
lessons  are  to  be  learned,  or  where  certain  habits  are  to  be 
formed.  The  value  of  these  is  conceived  as  lying  largely 
in  the  remote  future ;  the  child  must  do  these  things  for 
the  sake  of  something  else  he  is  to  do ;  they  are  mere  prepa¬ 
rations.  As  a  result  they  do  not  become  a  part  of  the  life 
experience  of  the  child  and  so  are  not  truly  educative. 

I  believe  that  the  moral  education  centers  upon  this  con¬ 
ception  of  the  school  as  a  mode  of  social  life,  that  the  best 
and  deepest  moral  training  is  precisely  that  which  one  gets 
through  having  to  enter  into  proper  relations  with  others  in 
a  unity  of  work  and  thought.  The  present  educational  sys¬ 
tems,  so  far  as  they  destroy  or  neglect  this  unity,  render  it 


10  yfy  Pedagogic  Creed. 

difficult  or  impossible  to  get  any  genuine,  regular  moral 
training. 

I  believe  that  the  child  should  be  stimulated  and  con¬ 
trolled  in  his  work  through  the  life  of  the  community. 

I  believe  that  under  existing  conditions  far  too  much  of 
the  stimulus  and  control  proceeds  from  the  teacher,  because 
of  neglect  of  the  idea  of  the  school  as  a  form  of  social  life. 

I  believe  that  the  teacher’s  place  and  work  in  the  school 
is  to  be  interpreted  from  this  same  basis.  The  teacher  is 
not  in  the  school  to  impose  certain  ideas  or  to  form  cer¬ 
tain  habits  in  the  child,  but  is  there  as  a  member  of  the 
community  to  select  the  influences  which  shall  affect  the  child 
and  to  assist  him  in  properly  responding  to  these  influences. 

I  believe  that  the  discipline  of  the  school  should  proceed 
from  the  life  of  the  school  as  a  whole  and  not  directly  from 
the  teacher. 

I  believe  that  the  teacher’s  business  is  simply  to  determine, 
on  the  basis  of  larger  experience  and  riper  wisdom,  how  the 
discipline  of  life  shall  come  to  the  child. 

I  believe  that  all  questions  of  the  ,grading  of  the  child 
and  his  promotion  should  be  determined  by  reference  to  the 
same  standard.  Examinations  are  of  use  only  so  far  as 
they  test  the  child’s  fitness  for  social  life  and  reveal  the 
place  in  which  he  can  be  of  the  most  service  and  where  he 
can  receive  the  most  help. 

ARTICLE  III.  THE  SUBJECT-MATTER  OF  EDUCATION. 

I  believe  that  the  social  life  of  the  child  is  the  basis  of 
concentration,  or  correlation,  in  all  his  training  or  growth. 
The  social  life  gives  the  unconscious  unity  and  the  back¬ 
ground  of  all  his  efforts  and  of  all  his  attainments. 

I  believe  that  the  subject-matter  of  the  school  curriculum 
should  mark  a  gradual  differentiation  out  of  the  primitive 
unconscious  unity  of  social  life. 

I  believe  that  we  violate  the  child’s  nature  and  render 


My  Pedagogic  Creed. 


11 


difficult  the  best  ethical  results  by  introducing  the  child  too 
abruptly  to  a  number  of  special  studies,  of  reading,  writing, 
geography,  etc.,  out  of  relation  to  this  social  life. 

I  believe,  therefore,  that  the  true  center  of  correlation 
on  the  school  subjects  is  not  science,  nor  literature,  nor  his¬ 
tory,  nor  geography,  but  the  child’s  own  social  activities. 

I  believe  that  education  cannot  be  unified  in  the  study  of 
science,  or  so-called  nature  study,  because  apart  from  human 
activity,  nature  itself  is  not  a  unity;  nature  in  itself  is  a 
number  of  diverse  objects  in  space  and  time,  and  to  attempt 
to  make  it  the  center  of  work  by  itself  is  to  introduce  a 
principle  of  radiation  rather  than  one  of  concentration. 

I  believe  that  literature  is  the  reflex  expression  and  inter¬ 
pretation  of  social  experience;  that  hence  it  must  follow 
upon  and  not  preclude  such  experience.  It,  therefore,  can¬ 
not  be  made  the  basis,  although  it  may  be  made  the  summary 
of  unification. 

I  believe  once  more  that  history  is  of  educative  value  in 
so  far  as  it  presents  phases  of  social  life  and  growth.  It 
must  be  controlled  by  reference  to  social  life.  When  taken 
simply  as  history  it  is  thrown  into  the  distant  past  and 
becomes  dead  and  inert.  Taken  as  the  record  of  man’s 
social  life  and  progress  it  becomes  full  of  meaning.  I  be¬ 
lieve,  however,  that  it  cannot  be  so  taken  excepting  as  the 
child  is  also  introduced  directly  into  social  life. 

I  believe  that  the  primary  basis  of  education  is  in  the 
child’s  powers  at  work  along  the  same  general  constructive 
lines  as  those  which  have  brought  civilization  into  being. 

I  believe  that  the  only  way  to  make  the  child  conscious  of 
his  social  heritage  is  to  enable  him  to  perform  those. funda¬ 
mental  types  of  activity  which  make  civilization  what  it  is. 

I  believe,  therefore,  in  the  so-called  expressive  or  con¬ 
structive  activities  as  the  center  of  correlation. 

I  believe  that  this  gives  the  standard  for  the  place  of 
cooking,  sewing,  manual  training,  etc.,  in  the  school. 


12 


My  Pedagogic  Creed. 


I  believe  that  they  are  not  special  studies  which  are  to  be 
introduced  over  and  above  a  lot  of  others  in  the  way  of 
relaxation  or  relief,  or  as  additional  accomplishments.  I 
believe  rather  that  they  represent,  as  types,  fundamental 
forms  of  social  activity;  and  that  it  is  possible  and  de¬ 
sirable  that  the  child’s  introduction  into  the  more  formal 
subjects  of  the  curriculum  be  through  the  medium  of  these 
activities. 

I  believe  that  the  study  of  science  is  educational  in  so  far 
as  it  brings  out  the  materials  and  processes  which  make 
social  life  what  it  is. 

I  believe  that  one  of  the  greatest  difficulties  in  the  present 
teaching  of  science  is  that  the  material  is  presented  in 
purely  objective  form,  or  is  treated  as  a  new  peculiar  kind 
of  experience  which  the  child  can  add  to  that  which  he 
has  already  had.  In  reality,  science  is  of  value  because  it 
gives  the  ability  to  interpret  and  control  the  experience  al¬ 
ready  had.  It  should  be  introduced,  not  as  so  much  new 
subject-matter,  but  as  showing  the  factors  already  involved 
in  previous  experience  and  as  furnishing  tools  by  which  that 
experience  can  be  more  easily  and  effectively  regulated. 

I  believe  that  at  present  we  lose  much  of  the  value  of 
literature  and  language  studies  because  of  our  elimination 
of  the  social  element.  Language  is  almost  always  treated 
in  the  books  of  pedagogy  simply  as  the  expression  of 
thought.  It  is  true  that  language  is  a  logical  instrument,  but 
it  is  fundamentally  and  primarily  a  social  instrument.  Lan¬ 
guage  is  the  device  for  communication ;  it  is  the  tool  through 
which  one  individual  comes  to  share  the  ideas  and  feelings 
of  others.  When  treated  simply  as  a  way  of  getting  indi¬ 
vidual  information,  or  as  a  means  of  showing  off  what  one 
has  learned,  it  loses  its  social  motive  and  end. 

I  believe  that  there  is,  therefore,  no  succession  of  studies 
in  the  ideal  school  curriculum.  If  education  is  life,  all  life 
has,  from  the  outset,  a  scientific  aspect;  an  aspect  of  art 


My  Pedagogic  Creed. 


13 


and  culture  and  an  aspect  of  communication.  It  cannot, 
therefore,  be  true  that  the  proper  studies  for  one  grade  are 
mere  reading  and  writing,  and  that  at  a  later  grade,  reading, 
or  literature,  or  science,  may  be  introduced.  The  progress 
is  not  in  the  succession  of  studies,  but  in  the  development 
of  new  attitudes  towards,  and  new  interests  in,  experience. 

I  believe,  finally,  that  education  must  be  conceived  as  a 
continuing  reconstruction  of  experience;  that  the  process 
and  the  goal  of  education  are  one  and  the  same  thing. 

I  believe  that  to  set  up  any  end  outside  of  education,  as 
furnishing  its  goal  and  standard,  is  to  deprive  the  educational 
process  of  much  of  its  meaning,  and  tends  to  make  us  rely 
upon  false  and  external  stimuli  in  dealing  with  the  child. 

ARTICLE  IV.  THE  NATURE  OF  METHOD. 

I  believe  that  the  question  of  method  is  ultimately  re¬ 
ducible  to  the  question  of  the  order  of  development  of  the 
child’s  powers  and  interests.  The  law  for  presenting  and 
treating  material  is  the  law  implicit  within  the  child’s  own 
nature.  Because  this  is  so  I  believe  the  following  state¬ 
ments  are  of  supreme  importance  as  determining  the  spirit 
in  which  education  is  carried  on : 

1.  I  believe  that  the  active  side  precedes  .the  passive  in 
the  development  of  the  child-nature ;  that  expression  comes 
before  conscious  impression;  that  the  muscular  development 
precedes  the  sensory ;  that  movements  come  before  conscious 
sensations ;  I  believe  that  consciousness  is  essentially  motor 
or  impulsive;  that  conscious  states  tend  to  project  them¬ 
selves  in  action. 

I  believe  that  the  neglect  of  this  principle  is  the  cause 
of  a  large  part  of  the  waste  of  time  and  strength  in  school 
work.  The  child  is  thrown  into  a  passive,  receptive,  or 
absorbing  attitude.  The  conditions  are  such  that  he  is  not 
permitted  to  follow  the  law  of  his  nature ;  the  result  is  fric¬ 
tion  and  waste. 


u 


My  Pedagogic  Creed. 


I  believe  that  ideas  (intellectual  and  rational  processes), 
also  result  from  action  and  devolve  for  the  sake  of  the 
better  control  of  action.  What  we  term  reason  is  primarily 
the  law  of  orderly  or  effective  action.  To  attempt  to  de¬ 
velop  the  reasoning  powers,  the  powers  of  judgment,  with¬ 
out  reference  to  the  selection  and  arrangement  of  means 
in  action,  is  the  fundamental  fallacy  in  our  present  methods 
of  dealing  with  this  matter.  As  a  result  we  present  the  child 
with  arbitrary  symbols.  Symbols  are  a  necessity  in  mental 
development,  but  they  have  their  place  as  tools  for  econo¬ 
mizing  effort ;  presented  by  themselves  they  are  a  mass  of 
meaningless  and  arbitrary  ideas  imposed  from  without. 

2.  I  believe  that  the  image  is  the  great  instrument  of 
instruction.  What  a  child  gets  out  of  any  subject  pre¬ 
sented  to  him  is  simply  the  images  which  he  himself  forms 
with  regard  to  it. 

I  believe  that  if  nine-tenths  of  the  energy  at  present 
directed  towards  making  the  child  learn  certain  things  were 
spent  in  seeing  to  it  that  the  child  was  forming  proper 
images,  the  work  of  instruction  would  be  indefinitely  fa¬ 
cilitated. 

I  believe  that  much  of  the  time  and  attention  now  given 
to  the  preparation  and  presentation  of  lessons  might  be 
more  wisely  and  profitably  expended  in  training  the  child’s 
power  of  imagery  and  in  seeing  to  it  that  he  was  continually 
forming  definite,  vivid,  and  growing  images  of  the  various 
subjects  with  which  he  comes  in  contact  m  his  experience. 

3.  I  believe  that  interests  are  the  signs  of  growing  power. 
I  believe  that  they  represent  dawning  capacities.  Accord¬ 
ingly  the  constant  and  careful  observation  of  interests  is  of 
the  utmost. importance  for  the  educator. 

I  believe  that  these  interests  are  to  be  observed  as  show¬ 
ing  the  state  of  development  which  the  child  has  reached. 

I  believe  that  they  prophesy  the  stage  upon  which  he  is 
about  to  enter. 


My  Pedagogic  Creed. 


15 


I  believe  that  only  through  the  continual  and  sympathetic 
observation  of  childhood’s  interests  can  the  adult  enter  into 
the  child’s  life  and  see  what  it  is  ready  for,  and  upon  what 
material  it  could  work  most  readily  and  fruitfully. 

I  believe  that  these  interests  are  neither  to  be  humored 
nor  repressed.  To  repress  interest  is  to  substitute  the  adult 
for  the  child,  and  so  to  weaken  intellectual  curiositv  and 
alertness,  to  suppress  initiative,  and  to  deaden  interest.  To 
humor  the  interests  is  to  substitute  the  transient  for  the  per¬ 
manent.  The  interest  is  always  a  sign  of  some  power 
below ;  the  important  thing  is  to  discover  this  power.  To 
humor  the  interest  is  to  fail  to  penetrate  below  the  surface, 
and  its  sure  result  is  to  substitute  caprice  and  whim  for 
genuine  interest. 

4.  I  believe  that  the  emotions  are  the  reflex  of  actions. 

I  believe  that  to  endeavor  to  stimulate  or  arouse  the  emo¬ 
tions  apart  from  their  corresponding  activities  is  to  intro¬ 
duce  an  unhealthy  and  morbid  state  of  mind. 

I  believe  that  if  we  can  only  secure  right  habits  of  action 
and  thought,  with  reference  to  the  good,  the  true,  and  the 
beautiful,  the  emotions  will  for  the  most  part  take  care  of 
themselves. 

I  believe  that  next  to  deadness  and  dullness,  formalism 
and  routine,  our  education  is  threatened  with  no  greater 
evil  than  sentimentalism. 

I  believe  that  this  sentimentalism  is  the  necessary  result 
of  the  attempt  to  divorce  feeling  from  action. 

ARTICLE  V.  THE  SCHOOL  AND  SOCIAL  PROGRESS. 

\ 

I  believe  that  education  is  the  fundamental  method  of 
social  progress  and  reform. 

I  believe  that  all  reforms  which  rest  simply  upon  the 
enactment  of  law,  or  the  threatening  of  certain  penalties, 
or  upon  changes  in  mechanical  or  outward  arrangements, 
are  transitory  and  futile. 


16 


My  Pedagogic  Creed. 


I  believe  that  education  is  a  regulation  of  the  process  of 
coming  to  share  in  the  social  consciousness ;  and  that  the  ad¬ 
justment  of  individual  activity  on  the  basis  of  this  social  con¬ 
sciousness  is  the  only  sure  method  of  social  reconstruction. 

I  believe  that  this  conception  has  due  regard  for  both 
the  individualistic  and  socialistic  ideals.  It  is  duly  indi¬ 
vidual  because  it  recognizes  the  formation  of  a  certain  char¬ 
acter  as  the  only  genuine  basis  of  right  living.  It  is  social¬ 
istic  because  it  recognizes  that  this  right  character  is  not  to 
be  formed  by  merely  individual  precept,  example,  or  ex¬ 
hortation,  but  rather  by  the  influence  of  a  certain  form  of 
institutional  or  community  life  upon  the  individual,  and  that 
the  social  organism  through  the  school,  as  its  organ,  may 
determine  ethical  results. 

I  believe  that  in  the  ideal  school  we  have  the  reconcilia¬ 
tion  of  the  individualistic  and  the  institutional  ideals. 

I  believe  that  the  community’s  duty  to  education  is,  there¬ 
fore,  its  paramount  moral  duty.  By  law  and  punishment, 
by  social  agitation  and  discussion,  society  can  regulate  and 
form  itself  in  a  more  or  less  haphazard  and  chance  way. 
But  through  education  society  can  formulate  its  own  pur¬ 
poses,  can  organize  its  own  means  and  resources,  and  thus 
shape  itself  with  definiteness  and  economy  in  the  direction 
in  which  it  wishes  to  move, 

I  believe  that  when  society  once  recognizes  the  possibili¬ 
ties  in  this  direction,  and  the  obligations, which  these  possi¬ 
bilities  impose,  it  is  impossible  to  conceive  of  the  resources 
of  time,  attention,  and  money  which  will  be  put  at  the  dis¬ 
posal  of  the  educator. 

I  believe  it  is  the  business  of  every  one  interested  in  edu¬ 
cation  to  insist  upon  the  school  as  the  primary  and  most 
effective  interest  of  social  progress  and  reform  in  order  that 
society  may  be  awakened  to  realize  what  the  school  stands 
for,  and  aroused  to  the  necessity  of  endowing  the  educator - 
with  sufficient  equipment  properly  to  perform  his  task. 


^l/v  Pedagogic  Creed. 


17 


I  believe  that  education  thus  conceived  marks  the  most 
perfect  and  intimate  union  of  science  and  art  conceivable 
in  human  experience. 

I  believe  that  the  art  of  thus  giving  shape  to  human 
powers  and  adapting  them  to  social  service  is  the  supreme 
art ;  one  calling  into  its  service  the  best  of  artists ;  that  no 
insight,  tact,  executive  power  is  too  great  for  such  service. 

I  believe  that  with  the  growth  of  psychological  service, 
giving  added  insight  into  individual  structure  and  laws  of 
growth ;  and  with  growth  of  social  science,  adding  to  our 
knowledge  of  the  right  organization  of  individuals,  all  sci¬ 
entific  resources  can  be  utilized  for  purposes  of  education. 

I  believe  that  when  science  and  art  thus  join  hands  the 
most  commanding  motive  for  human  action  will  be  reached ; 
the  most  genuine  springs  of  human  conduct  aroused,  and 
the  best  service  that  human  nature  is  capable  of  guaranteed. 

I  believe,  finally,  that  the  teacher  is  engaged,  not  simply 
in  the  training  of  individuals,  but  in  the  formation  of  the  ^ 
proper  social  life. 

I  believe  that  every  teacher  should  realize  the  dignity  of 
his  calling;  that  he  is  a  social  servant  set  apart  for  the 
maintenance  of  proper  social  order  and  the  securing  of  the 
right  social  growth.  • 

I  believe  that  in  this  way  the  teacher  always  is  the  prophet 
of  the  true  God  and  the  usherer  in  of  the  true  kingdom  of 
God. 


DEMANDS  OF  SOCIOLOGY  UPON 

PEDAGOGY. 

By  Professor  Albion  W.  Small,  Ph.  D., 
University  of  Chicago. 

At  the  risk  of  seeming  to  reopen  a  closed  incident  of 
ancient  history,  this  paper  will  take  its  departure  from  some 
passages  in  the  report  of  the  Committee  of  Ten.  The  pres¬ 
ent  aim  is  to  define  a  point  of  view  quite  different  from  that 
of  the  committee.  In  emphasizing  the  ends  to  be  gained  in 
education,  rather  than  the  means  to  be  employed,  the  writer 
wishes  to  be  understood  as  having  in  mind  the  whole  school 
career.  It  is  impossible  within  the  limits  of  this  paper  to 
discuss  laws  or  principles  of  variation  which  from  this  point 
of  view  should  adapt  methods  to  the  learner’s  needs  at  dif¬ 
ferent  stages  of  mental  growth. 

“The  principal  end  of  all  education,”  says  the  Conference 
on  History,  Civil  Government,  and  Political  Economy,  “is 
training”  (p.  168). 

The  sociologist  develops  this  noncommittal  response  of 
the  oracle  into  the  following:  The  end  of  all  education  is, 
first,  completion  of  the  individual;  second,  implied  in  the 
first,  adaptation  of  the  individual  to  such  co-operation  with 
the  society  in  which  his  lot  is  cast  that  he  works  at  his  best 
with  the  society  in  perfecting  its  own  type,  and  conse¬ 
quently  in  creating  conditions  favorable  to  the  development 
of  a  more  perfect  type  of  individual. 

The  Committee  of  Ten  seems  to  have  stopped  at  con¬ 
clusions  which  tacitly  assume  that  psychical  processes  in 
the  individual  are  ends  unto  themselves.  To  be  sure,  there 
are  signs  of  a  vague  looking,  for  of  judgment  from  the 
tribunal  of  larger  life  upon  the  products  of  this  pedagogy; 
but  the  standards  of  a  real  test  seem  to  have  had  little  effect 


18 


^  Demands  of  Sociology  and  Pedagogy.  19 

I  upon  the  committee’s  point  of  view.  We  are  told  (p.  168) 
|i  that  the  mind  is  chiefly  developed  in  three  ways:  (a)  by  cul- 
i  tivating  the  powers  of  discriminating  observation;  (b)  by 
!  strengthening  the  logical  faculty  .  .  (c)  by  improving 

I  the  processes  of  comparison,  i.  e.,  the  judgment.  We  are 
further  told  that  “studies  in  language  and  the  natural  sci¬ 
ences  are  best  adapted  to  cultivate  the  habits  of  observa¬ 
tion  ;  mathematics,  for  the  training  of  the  reasoning  facul¬ 
ties  ;  history  and  allied  branches,  to  promote  the  mental 
power  which  we  call  the  judgment.”  The  naively  medi¬ 
aeval  psychology  behind  all  this  would  be  humorous  if  it 
were  not  tragical.  I  need  not  label  the  pedagogic  philosophy 
j  with  which  my  sociology  allies  itself  when  I  declare  that 
*  sociology,  in  common  with  the  most  intelligent  pedagogy  of 
to-day,  refuses  to  classify  educational  material  along  these 
lines.  In  the  first  place,  education  is  not  an  affair  of  per- 
I  ception,  reflection,  and  judgment  alone.  Education  con¬ 
notes  the  evolution  of  the  whole  personality,  not  merely  of 
intelligence.  In  the  second  place,  if  I  am  not  rhistaken,  a 
consensus  is  rapidly  forming,  both  in  pedagogy  and  in  so¬ 
ciology,  to  the  effect  that  action  in  contact  with  reality,  not 
artificial  selection  of  abstracted  phases  of  reality,  is  the  nor¬ 
mal  condition  of  maximum  rate  and  symmetrical  form  of 
personal  development.  Sociology  consequently  joins  with 
pedagogy  in  the  aim  to  bring  persons,  whether  in  school  or 
out  of  school,  into  as  direct  contact  as  possible  with  the  con¬ 
crete  conditions  in  which  all  the  functions  of  personality 
must  be  applied  and  controlled.  In  these  conditions  alone  is 
that  balanced  action  possible  which  is  the  desideratum  alike 
of  pedagogical  and  of  social  culture. 

Once  more  the  Committee  of  Ten  was  content  to  remain 
in  the  dismal  shadows  of  the  immemorial  misconception  that 
disjecta  membra  of  representative  knowledge  are  the  sole 
available  resource  for  educational  development.  I  do  not 
find  among  the  fundamental  concepts  of  the  report  any  dis- 


20  Demands  of  Sociology  upon  Pedagogy. 

tinct  recognition  of  the  coherence  of  the  things  with  which 
intelligent  pedagogy  aims  to  procure  personal  adaptation. 
The  report  presents  a  classified  catalogue  of  subjects  good 
for  study,  but  there  is  no  apparent  conception  of  the  cosmos 
of  which  these  subjects  are  abstracted  phases  and  elements. 
Nowhere  in  the  report  do  I  find  recognition  that  education, 
when  it  is  finished,  is  conscious  conformity  of  individuals  to 
the  coherent  cosmic  reality  of  which  they  are  parts.  Until 
our  pedagogy  rests  upon  a  more  intelligent  cosmic  philos¬ 
ophy,  and  especially  upon  a  more  complete  synthesis  of  social 
philosophy,  we  can  hardly  expect  curricula  to  correspond 
with  the  essential  conditions  to  which  human  action  must 
learn  to  conform.  A  graduate  of  a  leading  Eastern  univer¬ 
sity,  who  is  now  making  an  impression  upon  American 
pedagogy,  said  recently  that  when  he  took  his  diploma,  about 
ten  years  ago,  history  to  his  mind  was  a  collection  of  ma¬ 
terial  which  he  had  studied  under  Professor  A. ;  political 
economy,  another  independent  body  of  information  which  he 
studied  under  Professor  B. ;  psychology,  another  isolated 
subject  which  he  had  studied  under  Professor  C. ;  and  so  on 
through  the  curriculum.  Not  until  six  or  seven  years  after 
graduation  did  it  dawn  upon  him  that  each  of  these  details 
of  representation  is  an  aspect  of  one  reality  which  the 
pedagogy  of  the  college  had  concealed  in  making  the  frag¬ 
ments  prominent.  The  most  serious  consideration  about  this 
pedagogical  perversion  is  not  that  it  limits  knowledge  alone. 
It  distorts  the  whole  attitude  of  men  towards  the  world.  In¬ 
stead  of  introducing  men  to  reality  it  tricks  them  into  belief 
that  an  unorganized  procession  of  pedantic  abstractions  is 
reality. 

The  report  of  the  Committee  of  Ten  presents  to  the 
sociologist,  therefore,  this  anomaly:  It  is  a  whole  made  up 
of  parts,  every  one  of  which  may  possibly  be  accepted  by 
sociology;  but  the  totality,  as  presented  by  the  committee, 
sociology  must  peremptorily  reject.  It  is  hot  on  the  trail 


Demands  of  Sociology  upon  Pedagogy.  21 

of  pedagogical  and  sociological  truth,  without  actually  com¬ 
ing  within  sight  of  the  truth.  Human  personality  is  not 
doomed  to  struggle  forever  seriatim  with  a  long  list  of  de¬ 
tached  groups  of  facts  in  order  to  get  its  psychic  and  social 
development.  The  world  of  experience  is  one,  not  many. 
Pedagogy  and  sociology  are  discovering  this  unity  by  differ¬ 
ent  processes,  and  as  a  consequence  of  their  perception  that 
educational  material  is  essentially  one,  not  many,  pedagogy 
and  sociology  are  bound  to  combine  their  demands  for  a 
complete  change  of  front  in  education.  The  proper  edu¬ 
cator  is  reality,  not  conventionalized  abstractions  from  real¬ 
ity.  Hence  the  demand  of  the  new  pedagogy,  supported 
heartily  by  the  new  sociology,  that  schooling,  particularly  in 
its  earlier  stages,  shall  be  changed  from  an  afflictive  im¬ 
position  upon  life  to  a  rationally  concentrated  accomplish¬ 
ment  of  a  portion  of  life  iself.  Hence  the  correlated  de¬ 
mand  of  the  new  pedagogy,  also  seconded  by  the  new 
sociology,  that,  so  far  as  conscious  effort  is  made  by  in¬ 
structors  to  supplement  the  education  of  action  by  the  educa¬ 
tion  of  cognition,  the  objects  of  contemplation  shall  be  kept 
real  by  being  viewed  constantly  as  organic  parts  of  the  one 
reality.  They  must  no  longer  be  made  unreal  through 
analytic  segregation  which  leaves  them  standing  apart  as  in¬ 
dependent  realities. 

Having  thus  by  negation  challenged  some  of  the  implicit 
concessions  of  the  Committee  of  Ten  to  the  old  dogmatic 
pedagogy,  and  to  presociological  concepts  of  reality,  I  pass 
to  a  positive  definition  of  the  outlook  of  sociology.  I  believe 
it  to  be  also  in  the  line  of  the  pedagogy  that  will  prevail. 

Human  experience  is  concerned  with  three  knowable  ele¬ 
ments:  First,  man’s  material  environment,  inanimate  and 
animate ;  second,  man  himself  as  an  individual,  in  all  his 
characteristics,  from  his  place  in  the  animal  kingdom, 
through  his  special  physiology,  psychology,  and  technology ; 
third,  man’s  associations  or  institutions.  Sociology  is  the 


22  Demands  of  Sociology  upon  Pedagogy. 

systematic  attempt  to  reduce  the  reactions  of  these  three  ele¬ 
ments — nature,  man,  institutions— to  scientific  form  and  ex¬ 
pression.  The  inclusive  reality  which  sociology  finds  com¬ 
prehending  both  the  processes  and  the  products  of  these 
reactions  is  society,  i.  e.,  individuals  in  association,  within 
the  conditions  imposed  by  the  material  environment  and 
modified  by  human  achievement.  The  task  set  for  each 
individual  when  he  finds  himself  participant  of  this  reality 
is  to  accommodate  himself  to  prevailing  conditions  in  such  a 
manner  that  he  may  both  accomplish  and  enjoy  a  maximum 
share  of  the  development  which  his  stage  in  social  evolution 
is  empowered  to  accomplish. 

This  life  task  of  men  consequently  sets  the  pedagogical 
task  of  teachers.  The  prime  problem  of  education,  as  the 
sociologist  views  it,  is  how  to  promote  adaptation  of  the  in¬ 
dividual  to  the  conditions,  natural  and  artificial,  within  which 
individuals  live  and  move  and  have  their  being.  It  would 
not  be  in  point  to  discuss  here  the  relative  place  of  action 
and  cognition  in  progress  toward  this  end.  That  belongs  to 
pedagogical  technology.  I  assume  that  both  action  and 
cognition  are  unchallenged  means  of  modern  pedagogy. 
With  their  proportions,  and  with  the  appropriate  sequence 
at  different  stages  of  culture,  sociology  is  not  directly  con¬ 
cerned.  Sociology  has  no  tolerance,  however,  for  the 
pedantry  that  persists  in  carpentering  together  educational 
courses  out  of  subjects  which  are  supposed  to  exercise,  first, 
the  perceptive  faculty,  then  the  memory,  then  the  language 
faculty,  then  the  logical  faculty,  etc.,  etc.,  etc.  On  the  con¬ 
trary,  every  represented  contact  of  a  person  with  a  portion 
of  reality  sooner  or  later  calls  into  exercise  every  mental 
power  of  that  person,  probably  in  a  more  rational  order  and 
proportion  than  can  be  produced  by  an  artificial  process. 
Our  business  as  teachers  is  primarily,  therefore,  not  to  train 
particular  mental  powers,  but  to  select  points  of  contact  be¬ 
tween  learning  minds  and  the  reality  that  is  to  be  learned. 


Demands  of  Sociology  upon  Pedagogy.  23 

The  mind’s  own  autonomy  will  look  out  for  the  appro¬ 
priate  series  of  subjective  mental  processes.  In  the  second 
place,  our  business  as  teachers  is  to  bring  these  perceptive 
contacts  of  pupils’  minds  with  points  of  objective  reality 
into  true  association  with  all  the  remainder  of  objective 
reality,  i.  e.,  we  should  help  pupils,  first,  to  see  things,  and 
second,  to  see  things  together  as  they  actually  exist  in  reality. 
In  other  words,  the  demand  of  sociology  upon  pedagogy  is 
that  it  shall  stop  wet-nursing  orphan  mental  faculties,  and 
find  out  how  to  bring  persons  into  touch  with  what  ob¬ 
jectively  is,  as  it  is.  The  mind  itself  will  do  the  rest. 

In  pursuance  of  this  demand,  sociology  necessarily  be¬ 
comes  an  active  partisan  upon  one  of  the  pedagogical  doc¬ 
trines  over  which  educators  are  divided,  viz. :  sociology  de¬ 
nies  that  the  rational  center  for  the  concentration  of  studies 
is  any  science  or  group  of  sciences.  The  rational  center  is 
the  student  himself.  Personal  adaptation  to  life  means  the 
given  person’s  organization  of  his  contacts  with  reality.  In 
other  words,  pedagogy  should  be  the  science  of  assisting 
youth  to  organize  their  contacts  with  reality;  and  by  this  I 
mean  to  organize  these  contacts  with  reality  by  both  thought 
and  action,  and  for  both  thought  and  action. 

Relatively  the  world  stands  still  during  the  school-age  of 
any  person.  The  pupil  himself  changes  visibly  almost  every 
day.  The  reality  with  which  the  pupil  can  have  conscious 
contact  is  defined  therefore  by  the  pupil’s  own  powers  and 
opportunities.  At  each  stage,  however,  himself  on  the  one 
hand,  and  nature,  men,  institutions,  on  the  other  hand,  are 
the  subject  and  object  of  adjustment.  A  changing  self  has 
the  task  of  adaptation  to  a  surrounding  frame  of  things, 
which  daily  displays  new  mysteries  and  complexities.  The 
teacher’s  task  is  to  help  the  individual  understand  this  en¬ 
vironment,  of  which  the  pupil  for  a  long  time  seems  to  him¬ 
self  to  be  the  center.  It  is  the  teacher’s  business  to  help  the 
pupil  understand  this  whole  environment  as  it  is  related  to 


24  Demands  of  Sociology  upon  Pedagogy. 

himself.  Presently,  if  the  pupil’s  perceptions  grow  more 
penetrating  and  comprehensive,  his  own  personal  interests 
cease  to  seem  the  pivot  on  which  the  world  of  experience 
turns.  His  personality  becomes  extended,  and  at  the  same 
time  his  egoism  gets  balanced  with  the  personal  equation 
of  others  whose  interests  appear.  The  child  finds  the  com¬ 
plement  of  his  egoism  in  the  family,  the  school,  the  group 
of  playmates,  the  community,  and  at  last,  if  his  education 
is  complete,  in  society  at  large.  Yet,  at  each  varying  diame¬ 
ter  of  comprehension,  life,  of  which  the  child  is  at  first 
to  himself  the  center  and  circumference,  and  later  life  as  a 
whole,  of  which  to  the  last  the  individual  is  to  himself  in 
the  final  resort  the  most  interesting  part — life,  either  indi¬ 
vidual  or  social,  is  the  ever-present  reality  which  summarizes 
all  that  men  can  positively  know.  This  central  and  inclusive 
reality  varies,  in  re-presentation,  from  socially  unrelated  in¬ 
dividual  life  to  a  conception  of  individual  life  enlarged  by 
evolved  social  consciousness  into  a  function  of  the  more 
abiding  reality.  This  human  career,  either  as  pursued  for 
himself  by  the  socially  unconscious  individual,  or  as  a 
mingling  of  the  individual  with  others  associated  by  force  of 
circumstances  in  pursuing  purposes  which  none  perfectly 
comprehend, — this  life  of  men  alike  in  nature,  within  con¬ 
ditions  imposing  common  limitations  upon  nature,- — is  the 
whole  of  man’s  range  of  positive  experience  and  scientific 
observation.  Sociology  consequently  dem.ands  of  educators 
that  they  shall  elaborate  available  aids,  first,  to  perception  by 
the  individual  of  the  relation  of  part  to  part  in  this  inclusive 
reality — the  life  of  men  in  society;  second,  that  educators 
shall  perfect  influences  to  promote  adjustment  of  individuals 
to  their  appropriate  functions  within  this  whole.  The  part 
of  the  problem  which  I  have  at  present  in  mind  is  the  proper 
direction  and  organization  of  the  pupil’s  perceptions.  So 
far  as  the  subject-matter  of  sociology  is  concerned,  every¬ 
thing  knowable  and  worth  knowing  is  a  fact  or'  a  relation 


Demands  of  Sociology  upon  Pedagogy.  25 

helping  to  make  up  this  complexity  which  we  call  society 
or  social  life.  The  important  claim  of  sociology  in  this 
connection  is  that  this  reality,  like  poverty,  we  have  always 
with  us.  This  reality  as  a  connected  whole,  related  to  the 
pupil,  is  always  the  natural  and  rational  means  of  education. 
A  sequence  of  studies,  in  the  sense  that  the  pupil  is  to  be 
enjoined  from  intelligent  contact  with  portions  of  reality 
until  other  portions  have  had  their  turn,  is  a  monstrous  per¬ 
version  of  the  conditions  of  education.  All  reality,  the 
whole  plexus  of  social  life,  is  continually  confronting  the 
pupil.  No  “subject”  abstracted  from  this  actual  whole  is 
veracious  to  the  pupil  unless  he  is  permitted  to  see  it  as  a 
part  of  the  whole.  It  is  a  misconstruction  of  reality  to 
think  and  accordingly  to  act  as  though  one  kind  of  knowl¬ 
edge  belongs  to  one  age  and  another  to  another.  The  whole 
vast  mystery  of  life,  in  all  its  processes  and  conditions,  con¬ 
fronts  the  child  as  really  as  it  does  the  sage.  It  is  the  busi¬ 
ness  of  the  educator  to  help  the  child  interpret  the  part  by 
the  whole.  Education  from  the  beginning  should  be  an  ini¬ 
tiation  into  science,  language,  philosophy,  art,  and  political 
action  in  the  largest  sense.  When  we  shall  have  adopted  a 
thoroughly  rational  pedagogy,  the  child  will  begin  to  learn 
everything  the  moment  he  begins  to  learn  anything. 

Am  I  demanding  a  pedagogy  which  presupposes  one  phi¬ 
losopher  as  teacher  and  another  as  pupil  ?  Certainly.  Every 
teacher  ought  to  be  a  philosopher.  Every  child  already  is 
one  till  conventionality  spoils  him.  More  than  that,  he  is 
also  a  scientist,  poet,  and  artist  in  embryo,  and  would  mature 
in  all  these  characters  if  we  did  not  stunt  him  with  our 
bungling.  I  would  revive  Rousseau’s  cry,  “Return  to  na¬ 
ture  !”  but  in  a  sense  which  Rousseau  never  dreamed, — 
not  nature  in  the  burlesque  of  our  ignorant  preconceptions, 
but  nature  scientifically  explored,  nature,  the  universal  law 
of  which  is  to  own  the  sway  of  rational  mind. 

I  am  not  asserting  that  grammar,  and  geometry,  and 


J , 

26  Demands  of  Sociology  upon  Pedagogy. 

geography,  and  geology,  and  history,  and  economics,  and 
psychology,  and  ethics,  as  such,  should  be  taught  in  the 
nursery.  I  am  asserting  that  in  the  cradle  the  child  be¬ 
gins  to  be  in  contact  with  that  nature  and  society  of  which 
all  these  are  phases  and  products,  and  reports.  Sociology 
demands  for  the  child,  from  the  cradle  to  his  second  child¬ 
hood,  opportunities  for  such  frank  contact  with  life  that  its 
various  aspects  will  confide  to  him  their  mystery  in  its  real 
relations  with  the  other  elements  of  life.  Sociology  de¬ 
mands  of  the  tutors  and  governors  who  lead  the  child 
through  the  formal  part  of  education,  that  they  shall  pilot 
Wilhelm  Meister  so  discretely  through  his  years  of  appren¬ 
ticeship  that  he  shall  learn  his  world  at  the  smallest  expense 
and  with  least  cause  for  regret  both  to  others  and  to  him¬ 
self.  Whether  this  citizen  of  the  world  shall  ever  learn  to 
construe  life  in  terms  of  the  conventional  sciences  is  an  en¬ 
tirely  secondary  matter.  The  main  thing  is  that,  from  the 
beginning,  he  shall  learn  to  know  himself  and  his  world  truly 
— so  far  as  he  knows  at  all, — in  all  essential  relations.  This 
involves  the  learning  of  such  sciences  as  he  does  acquire  in 
the  character  of  excerpts  from  the  whole  book  of  knowledge, 
not  as  self-sufficient  knowledges. 

I  repeat  that  sociology  values  subjects  of  study  for  rea¬ 
sons  quite  different  from  those  traditionally  alleged.  Phys¬ 
ical,  biological,  and  social  science,  wjth  the  products  of 
human  thought  deposited  in  literature,  are  worthy  of  study 
not  because  they  are  tonics  for  various  kinds  of  mental  im¬ 
potence,  but  because  they  are,  and  only  in  so  far  as  they  are, 
revealers  of  man  himself  and  of  the  life  of  which  he  is  both 
creator  and  creature. 

Without  alluding  further  to  other  departments  of  knowl¬ 
edge,  I  may  apply  what  I  have  said  to  the  subject-matter  of 
the  social  sciences  in  particular. 

Sociology  demands  with  equal  confidence :  first,  that  for 
everybody  the  study  of  society  shall  begin  with  the  nursing- 


Demands  of  Sociology  upon  Pedagogy. 


27 


bottle,  and  continue  so  long  as  social  relations  continue; 
second,  that  for  most  people  the  study  of  sociology  shall 
never  begin  at  all.  If  the  argument  thus  far  has  provoked 
expectation  that  I  shall  recommend  the  introduction  of  sociol¬ 
ogy  into  the  curriculum  of  the  lower  schools,  as  the  needed 
corrective  of  educational  defects,  the  inference  is  decidedly 
at  fault.  Only  exceptional  pupils  should  study  sociology 
earlier  than  their  senior  year  in  college,  and  probably  these 
few  would  do  better  to  defer  the  study  till  after  taking  the 
bachelor’s  degree.  While  sociology  proper  is  not  a  desirable 
subject  for  young  pupils,  our  educational  methods  will  be 
miserably  inadequate  to  their  social  function  till  every  teach¬ 
er,  from  the  kindergarten  on,  is  sufficiently  instructed  in 
sociology  to  put  all  his  teaching  in  the  setting  which  the 
sociological  view-point  affords.  This  implies,  of  course,  that 
the  function  of  education  must  one  day  be  taken  so  seri¬ 
ously  that  only  men  and  women  who  have  more  than  the 
bachelor’s  preparation  will  be  intrusted  with  its  direction. 

The  study  of  society  which  we  may  reasonably  demand 
in  our  schools  and  colleges  to-day  must  and  should  be  chiefly 
in  connection  with  the  subjects  physiography,  political  geog¬ 
raphy,  anthropology,  ethnology,  history,  civics,  and  econom¬ 
ics.  The  sociological  demand  with  reference  to  these  sub¬ 
jects  is  that  instruction  in  them  shall  be  rationalized  in  the 
same  way  that  the  teaching  of  geography  has  been  reformed 
during  my  recollection.  I  was  not  the  boy  who  spent  his  first 
week  in  algebra  trying  to  find  out  the  value  of  x,  but  my 
most  lasting  recollections  of  the  study  of  geography  cluster 
around  some  cabalistic  representations  of  the  plane  of  the 
ecliptic. 

To  this  day  I  am  not  perfectly  clear  about  the  meaning 
of  those  ghostly  figures  which  lent  weird  interest  to  the 
earlier  pages  of  the  book.  They  produced  in  my  youthful 
mind  vague  conceptions  of  uncanny  gyrations  among  celes¬ 
tial  bodies,  presumed  by  the  author  to  be  the  proper  medium 


28 


Demands  of  Sociology  upon  Pedagogy. 


for  introducing  youth  to  a  knowledge  of  the  earth’s  surface. 
This  is  not  intelligent  correlation  of  whole  and  part.  It  is 
arbitrary  creation  of  a  whole  to  which  the  pupil’s  experience 
does  not  yet  correspond.  In  another  view  it  thrust  upon  the 
pupil’s  attention  a  part  which  he  has  not  differentiated  from 
the  whole.  I  presume  that  every  parent  and  every  teacher 
who  has  liberty  to  use  his  own  judgment  now  begins  the 
teaching  of  geography  with  that  spot  of  terra  firnia  which  is 
next  to  the  home  or  the  schoolhouse.  Whether  the  plane  of 
the  ecliptic  ever  gets  mentioned  is  a  matter  of  very  slight 
concern.  A  similar  change  in  the  social  sciences  is  well  in 
progress,  but  it  is  not  yet  a  prevalent  policy.  At  my  gradua¬ 
tion  from  college  I  passed  a  respectable  examination  on  the 
•constitution  and  by-laws  of  the  government  at  Westminster, 
but  I  knew  practically  nothing,  and  was  never  told  that  it 
was  worth  while  to  know  anything,  about  the  government 
of  the  town  in  which  the  college  was  located.  My  knowledge 
of  the  British  constitution  has  never  yet  found  any  practical 
application,  but  for  a  decade,  as  citizen  and  petty  office¬ 
holder  in  that  college  community,  I  was  obliged  to  study  and 
use  the  town  charter  and  ordinances,  which  were  not  worth 
the  notice  of  my  former  instructors.  Sociology,  like  char¬ 
ity,  ought  to  begin  at  home ;  but,  like  charity,  it  ought  not 
to  stay  at  home.  The  rational  method  of  observation,  recog¬ 
nizing  the  real  concentration  of  life  around  each  member  of 
society,  explores  the  concentric  circles  of  social  activity  from 
the  actual  standpoint  of  the  observer.  The  child  should  be¬ 
gin  to  study  economics  literally, — the  law  of  the  household, 
— he  should  learn  the  civics  and  ethics  and  history  of  the 
household,  in  the  practice  of  normal  household  relations. 
The  economy  of  politics  and  ethics  and  history  of  the  school, 
and  then  of  the  parent’s  shop,  and  then  of  the  neighboring 
factory,  and  later  of  the  whole  town,  are  the  best  educational 
material  that  the  sociologist  can  recommend.  In  other  words, 
the  social  desideratum  is  that  the  developing  member  of  so- 


Demands  of  Sociology  upon  Pedagogy.  29 

ciety  shall  become  analytically  and  synthetically  intelligent 
about  the  society  to  which  he  belongs.  The  precision  of  his 
social  intelligence  in  general  depends  upon  the  exactness  of 
his  knowledge  of  details  in  the  life  which  he  most  intimately 
shares.* 

Observation  of  the  structure,  functions,  and  forces  of  life 
in  one’s  own  community  is  the  normal  beginning  of  true  and 
large  social  intelligence  and  action.  Even  history  should  be¬ 
gin  with  the  present,  not  with  the  past.  Just  as  Gibbon  in¬ 
terpreted  the  tactics  of  the  Roman  legions  by  the  knowledge 
he  gained  in  the  British  militia,  so  every  student  of  history 
is  prepared  to  reconstruct  the  past  only  as  he  possesses  cor¬ 
rect  and  adequate  conceptions  of  the  present.  Sociological 
analysis  of  the  anatomy,  physiology,  and  psychology  of 
society  furnishes  the  alphabet  to  spell  out  the  lessons  of 
history. 

The  only  change  in  school  methods  which  I  am  .urging 
is  the  introduction  of  this  laboratory  study  of  the  social 
facts,  processes,  and  forces  nearest  at  hand,  as  exhibiting 
typical  social  relations  in  all  nations,  times,  and  places.  This 
is  not  as  a  substitute  for  the  present  subjects  in  the  social 
sciences,  but  as  a  method  of  approaching  present  subjects. 

One  more  demand  is  urged  by  sociology  upon  pedagogy, 
viz.,  that  all  direct  or  indirect  observations  of  society  shall 
be  organized  under  at  least  three  great  categories ;  first, 


*Small  and  Vincent's  ‘  Introduction  to  the  Study  of  Society” 
is  the  first  attempt  to  furnish  a  laboratory  guide  for  this  sort 
of  study.  It  is  not  a  text-book  in  sociology,  but  a  pathmaker 
in  methods  of  observing  and  arranging  societary  facts.  Varia¬ 
tions  of  the  method  are  possible  to  fit  different  needs,  from  the 
kindergarten  to  the  seminary.  The  University  of  Chicago 
Press  has  just  issued  a  typical  study  of  the  City  of  Galesburg, 
upon  this  plan,  an  adaptation  of  the  method  of  Schseffle,  by 
Mr.  A.  W.  Dunn.  Such  work  can  neither  displace  nor  be  dis¬ 
placed  by  another  kind  of  work  upon  societary  material,  as 
represented,  for  example,  by  two  recent  text-books  on  soci¬ 
ology,  Giddings’  “Principles  of  Sociology,”  and  Fairbanks’ 
“Introduction  to  Sociology.” 


30 


Demands  of  Sociology  upon  Pedagogy. 

interdependence ;  second,  order  or  co-operation ;  third,  prog¬ 
ress  or  continuity.*  Unless  social  information  can  be  con¬ 
strued  in  at  least  these  three  forms  nothing  can  save  it  from 
frivolity  and  barrenness.  The  categories  are  not  logically 
exclusive, — the  fault  of  the  things  themselves. 

By  the  first  category,  interdependence,  I  mean  the  uni¬ 
versal  fact  that  every  act  of  event  in  human  life  has  been 
made  possible  or  necessary  by  other  acts  or  events  connected 
with  other  lives  both  past  and  present,  and  that  it  helps  to 
make  or  mar  the  lives  of  others.  Beginning  with  the  family, 
and  extending  to  the  compass  of  the  race,  society  is  a  net 
work  of  interdependences.  One  of  the  discoveries  which 
pupils  should  be  aided  to  make,  in  their  study  of  any  time  or 
nation  or  human  process,  should  be  that  the  particular  men 
concerned  exemplified  the  truth  “No  man  liveth  unto  him 
self.’’ 

By  the  second  category,  order  or  co-operation,  I  mean  the 
machine-like  interplay  of  actors  and  actions  in  every  minute, 
social  group  as  well  as  in  large  societies.  The  relation  is  s- 
clear  that  Mother  Goose  reported  it  genially,  yet  'it  is  S( 
obscure  that  society  is  daily  dissipating  its  resources  because 
the  relation  is  not  understood.  From  the  factory  whislh 
that  rouses  the  workmen  at  five  o’clock  to  the  curfew  bell  a 
the  close  of  day,  the  waking  and  the  working  and  the  rest 
ing  of  a  town  tell  the  truth  of  human  welfare  resting  upoi 
some  form  of  established  order.  Wherever  men  have  beer 
associated  even  in  the  most  temporary  society,  the  measure 
of  stability  in  their  relations  has  been  preserved  by  an  in¬ 
stitutional  order,  as  real  while  it  lasted  as  though  it  were 
defined  by  the  iron  decrees  of  Medes  and  Persians.  A  mode 
of  temporary  equilibrium  is  one  of  the  forms  in  whicl 

*I  hope  it  is  superfluous  to  add  that  the  use  of  these  terms 
or  of  any  verbal  substitutes,  is  not  what  I  am  contending  for 
but  the  arrangement  of  ideas  in  conceptual  form  for  whicl 
philosophers  may  find  above  designations  convenient. 


[ 


Doiunuls  of  Sociology  upon  Pedagogy. 


31 


human  association  must  be  thought,  if  thought  truly,  whether 
I  in  the  society  of  Ivan  the  Terrible  or  of  Grover  the  In- 
'  scrutable.  When  the  learners  read  of  any  epoch  of  the  past, 
,  one  of  the  forms  in  which  they  must  be  helped  to  represent 
it,  if  it  is  to  reveal  truth  to  them,  must  be  the  reconstructed 
balance  of  influence  and  action  in  which  the  lives  of  that 
past  time  preserved  their  motion, 
i-  The  biographical  method  of  teaching  history  frequently 
^violates  this  canon.  Instead  of  being  made  to  appear  as  one 
1.  of  the  workers  among  whom  the  labor  of  their  generation  is 
'  divided,  the  great  man  in  whom  the  story  of  his  age  is  told 
seems  to  fill  a  sphere  apart  from  ordinary  men,  aflfecting 
;  their  destinies  by  some  undetermined  process  of  long-dis- 
l;  tance  induction. 

it  By  the  third  category,  progress  or  continuity,  I  mean  the 
conception  of  men  and  events  as  always  working  out  new 
'  individual  conditions  and  social  arrangements,  the  truth,  on 
•  the  one  hand,  that  “the  roots  of  the  present  are  deep  in  the 
past,”  on  the  other  hand,  that  the  present  cannot  escape  re- 
|Sponsibility  for  the  future.  When  historical  acts  are  recalled 
j  they  should  always  be  considered  at  last  in  this  third  aspect. 

.  What  motives  and  impulses  led  to  them  ?  What  conse- 
I  quences  and  efifects  did  they  set  in  motion  ?  This  is  the  sci- 
i  entific  attitude  of  mind  toward  the  past.  It  is  the  genuinely 
j  social  attitude  toward  the  present  and  the  future.  It  is  the 
I  purely  intellectual  condition  of  the  co-operative  constructive 
I  temper  which  is  the  last  and  best  product  to  be  demanded  of 
education.  Yet  I  have  known  courses  in  history  to  be  con¬ 
ducted  under  the  highest  institutional  sanction,  with  no  dis¬ 
cernible  reference  to  historical  cause  and  consequence. 
Search  and  emphasis  were  entirely  for  the  facts.  Special¬ 
ization  of  that  sort  is  falsification.  Facts  cannot  be  told 
truly  except  in  their  relations. 

j  Sociology  demands  of  educators,  finally,  that  they  shall 

not  rate  themselves  as  leaders  of  children,  but  as  makers  of 

1  ^ 


32 


Demands  of  Sociology  upon  Pedagogy. 


society.  ’Sociology  knows  no  means  for  the  amelioration  or 
reform  of  society  more  radical  than  those  of  which  teachers 
hold  the  leverage.  The  teacher  who  realizes  his  social  func¬ 
tion  will  not  be  satisfied  with  passing  children  to  the  next 
grade.  He  will  read  his  success  only  in  the  record  of  men 
and  women  who  go  from  the  school  eager  to  explore  wider 
and  deeper  these  social  relations,  and  zealous  to  do  their 
part  in  making  a  better  future.  We  are  the  dupes  of  faulty 
analysis  if  we  imagine  that  schools  can  do  much  to  promote 
social  progress  until  they  are  motived  by  this  insight  and  this 
temper. 


i' - — 

Outline  and  Question  Books 

AIDS  IN  UNITED  STATES  HISTORY.  By  0.  H.  Marsh.  Aids  and 
outlines  in  U.  S.  history  based  on  the  chronological  plan,  with  review 
exercises  at  the  end  of  each  period.  122  pages.  Paper.  Price,  25  cents. 
OUTLINES,  TABLES  AND  SKETCHES  IN  U.  S.  HISTORY.  By 
S.  Laura  Ensign.  An  excellent  and  complete  outline  book  in  U.  S. 
history  and  one  which  has  had  a  larger  sale  almost  than  all  others 
combined.  For  teachers  and  classes.  89  pages.  Paper.  Price,  25  cents. 
OUTLINES  AND  EXERCISES  IN  ENGLISH  GRAMMAR.  By 
Nellie  B.  Wallbank. .  Intended  for  the  teacher’s  own  use  and  for 
work  with  advanced  classes.  129  pages.  Paper.  Price,  25  cents. 
COMPOSITION  OUTLINES.  By  Hattie  G.  Hall.  One  hundred  six¬ 
teen  topics  are  given,  each  well  outlined;  also  suggestions,  explanations 
and  illustrations.  58  pages.  Paper.  Price,  15  cents. 

OUTLINES  IN  ENGLISH  AND  AMERICAN  LITERATURE.  By 

W.  E.  Wenner.  For  High  Schools,  Colleges,  Teachers’  Institutes  and 
Normal  Schools.  Outlines,  suggestions,  questions  and  quotations, 
arranged  by  the  different  periods.  134  pages.  Paper^  Price,  30  cents. 
CALLAHAN’S  OUTLINES  IN  GEOGRAPHY;  CIVIL  GOVERN¬ 
MENT;  PHYSIOLOGY.  Each  of  these  three  books  contains  topical 
outlineSj  states  most  important  facts,  and  furnishes  supplementary 
notes,  explanations,  blackboard  schemes  and  questions.  Each  book 
has  between  40  and  50  pages.  Paper.  Price,  each,  15  cents. 

ANALYTICAL  QUESTION  BOOKS.  In  three  volumes:  Geography, 
Grammar,  and  U.  S.  History.  Each  contains  one  thousand  questions 
with  answers  on  the  one  subject.  Paper.  Price,  each,  25  cents. 

COMMON  SCHOOL  QUESTION  BOOK  AND  REVIEW.  By  I.  H. 

and  C.  W.  Brown.  Contains  about  4,000  questions  and  answers,  in 
addition  to  hundreds  of  memory  gems,  sayings  of  educators,  etc. 
Enlarged  edition.  506  pagea  Cloth.  Price,  $1.00. 

THE  COMPREHENSIVE  QUESTION  AND  ANSWER  BOOK.  By 

Isaac  Price,  A.  M.,  of  the  New  York  Public  Schools,  and  Editor  ol 
School  Work.”  A  new  book  which  we  believe  fulfills  every  require^ 
ment.  Thorough,  practical,  and  up-to-date.  512  pages.  Cloth.  Price, 
$1.00. 


A.  FLANAGAN  COMPANY  -  CHICAGO 


Construction  and  Seat  Work  Manuals 

SUGGESTIONS  FOE  SEAT  WORK.  By  Marian  M.  George,  author 

of  The  Plan  Books.  Brim  full  of  helpful  suggestions  and  devices  for 
keeping  little  folks  profitably  busy,  there  being  nearly  300  excellent 
detailed  plans.  62  pages.  Paper.  Price,  15  cents. 

HOW  TO  MANAGE  BUSY  WORK.  By  Amos  M.  Kellogg.  Being 
suggestions  for  desk-work  in  language,  number,  earth,  people,  things, 
self,  morals,  writing,  drawing,  etc.  Illustrated.  59  pages.  Linen. 
Price,  25  cents. 

EDUCATION  BY  DOING.  By  Anna  Johnson.  Educative  occupation 
and  busy  work  for  primary  classes.  109  pages.  Paper.  Price,  25  cents. 
BUSY  HANDS  CONSTRUCTION  WORK.  By  Isabelle  F.  Bowker. 
A  series  of  exercises  of  a  simple  nature  with  paper  and  cardboard, 
arranged  by  months,  to  which  has  been  added  a  chapter  devoted  to 
hand-loom  weaving  and  raffia  work.  170  illustrations.  159  pages. 
Cloth.  Price,  60  cents. 

CONSTRUCTION  WORK  FOR  RURAL  AND  ELEMENTARY 
SCHOOLS.  By  Virginia  McGaw.  An  easy,  practical  and  tested 
course  in  paper  and  cardboard  construction,  basketry,  cord  and  string 
work,  and  woodwork.  120  illustrations.  127  pages.  Cloth.  Price, 
60  cents. 

HOW  TO  TEACH  PAPER  FOLDING.  By  Lucy  R.  Latter.  Gives 
full  directions  for  making  forty-two  different  familiar  objects  by 
folding  and  cutting,  with  seventy-one  illustrations,  showing  almost 
every  fold.  30  pages.  Linen.  Price,  25  cents. 

HOW  TO  TEACH  CLAY  MODELING.  By  Amos  M.  Kellogg.  A 
course  of  forty  lessons  in  detail,  with  suggestions  for  twenty  addi¬ 
tional  lessons  and  other  valuable  matter.  43  illustrations.  63  pages. 
Linen.  Price,  25  cents. 

BASKET  MAKING.  By  T.  Vernette  Morse.  A  complete  manual  of 
the  art  of  making  baskets  by  hand,  furnishing  explicit  instructions 
for  carrying  on  the  work,  82  working  designs  and  38  illustrations  of 
completed  baskets.  37  pages.  Paper.  Price,  25  cents. 

WITH  SCISSORS  AND  PASTE.  By  Grace  Goodridge.  A  book  of 
fifty  freehand  silhouette  designs,  6^  x  9  inches,  for  cutting  and 
pasting,  with  suggestions  for  the  teacher.  112  pages.  Paper.  Price, 
cents. 


A.  FLANAGAN  COMPANY  -  CHICAGO 


